This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Abowitz, K. K. Search for Related Content Social Bookmarking                         What's this?

Moral Perception Through Aesthetics Engaging Imaginations in Educational Ethics

Miami University in Oxford, Ohio

Moral "seeing"—the ability to take in the particulars of a moral encounter, and to interpret and imagine its implications—is analogous to aesthetic perception. This article defends and explores the use of aesthetic experiences in educational ethics classrooms as a way to enhance students' abilities to perceive and imagine moral situations and possibilities in their practice. Professional ethics pedagogy making use of aesthetic experiences and inquiry helps to engage students in critical, creative, and imaginative searches into moral situations, into their own moral thinking, and into social and cultural contexts that shape who they are and how they live. Aesthetic experiences can play an important role in helping educators to develop their own—and to see the importance of developing, in their students—qualities of perception and imagination in connection with moral events or situations.

Key Words: aesthetics • educational ethics • moral imagination • moral perception • pragmatism

Journal of Teacher Education, Vol. 58, No. 4, 287-298 (2007)
DOI: 10.1177/0022487107305605


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?